The subject‐person of adult education in the crisis of modernity

The philosophical and theoretical background of this article is the recent debate in conventional education, highlighting problems with the subject‐person of education (e.g., Oelkers, 1987). This debate has its origins in the questioning by philosophers of the project of modernity, of its future (e.g., Habermas, 1985; Wellmer,1985), and of its subject‐person (e.g., Frank et ah, 1990). The philosophy of education is affected by this debate primarily for two reasons: first, the subject‐person is at the core of the project of modernity and therefore of the inseparably linked idea of conventional education. Second, modernity is in itself an educational project (e.g., Oelkers, 1983), for, if education fails to bring forth the enlightened and emancipated subject‐person, modernity also fails. Therefore, if there is today, as is generally admitted, a crisis of modernity, conventional education and its conception of the subject‐person, as well as the corresponding learning model are inevitably affected. This also applies to adult education, in so far as adult education refers to models of the subject‐person that are still deeply rooted in conventional education.     

MEDIA TONE AND PUBLIC OPINION: A LONGITUDINAL STUDY OF MEDIA COVERAGE AND PUBLIC OPINION ON CHANCELLOR KOHL

This study investigates the relationship between media coverageof Helmut Kohl in seven leading German print media and the opinionsof the German general public about the politician between 1975and 1984. For the content analysis evaluative assessments aboutHelmut Kohl on six different dimensions of characteristics werecoded. The analysis of public opinion is based on 72 representativesurveys in which respondents expressed their evaluations ofthe politician. The two time series were compared by means ofcross-lagged correlations. The whole period was first examinedwith aggregations of three-months-intervals; then closer attentionwas paid to the time period since Helmut Kohl took office aschancellor on the basis of monthly intervals. In both cases,the results show that evaluation shifts in the media precedesimilar evaluation shifts in public opinion with a time lagof about three to six months for the whole period of investigation,and a somewhat shorter time lag for the time of his chancellorship.Evaluation shifts in the political magazines Der Spiegel andStern were more closely related to public opinion than evaluationshifts in the national dailies.     

TOPIC EVALUATION

A topic evaluation questionnaire is described which was used with a group of first‐year science undergraduates. Its aim was to determine students’ reactions to individual course topics in terms of: the extent to which they felt they had grasped each topic; those on which they had spent most time; those on which they had wished for more help; and their familiarity with each topic at ‘A’ level. Responses were evaluated in relation to other data collected at the time and highlighted a close relationship between reported ease of grasping and previous familiarity of topics. However, situational and contextual features also significantly affected the extent of grasping. In particular, the pacing and the progressive accumulation of topics in a course which led to difficulties with later topics, and the competing demands of other courses. The paper considers both the results of the topic evaluation questionnaire and how data from such a questionnaire can be more fully interpreted when placed in the context of other sources of evidence.     

Ways of composing teaching teams and their impact on teachers’ perceptions about collaboration

The present study examined the impact of teacher team composition on characteristics and attributes regarded as necessary for effective cooperative teaching. The study focused on potential differences between self-selected teacher teams and teams composed by the school administration. The central assumptions were that teachers working in self-selected teacher teams show more positive ratings of enjoyment, shared responsibility, job satisfaction and collective self-efficacy expectations than teachers who worked in institutionally composed teams. In order to investigate these hypotheses, an online survey was created. 321 language arts teachers participated in the survey. MANCOVA revealed significant differences in the dimensions ‘shared responsibility’ and ‘enjoyment with the co-teaching process’, where teachers from self-selected teaching teams showed significantly more positive ratings. These results support the assumption that self-selection of the team-mate is helpful for establishing compatible teaching teams, but does not necessarily lead to a higher quality of collaborative teaching.     

Emerging collaborative and cooperative practices in 1:1 schools

In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms.     

The agencement of taskification: On new forms of reading and writing in BYOD schools

Abstract

The proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writing and note-taking take new forms. How are these practices reconfigured when centered around mobile digital devices? In this paper, we investigate routine lesson practices of a Bring Your Own Device (BYOD) school by means of an ethnographic observation. Adopting the term agencement as a heuristic device, we explore what practices are being constituted and how they are always in connection with one another. Moreover, we show that by practicing they produce different forms of action. We argue that in such a hybrid constellation, tasks find a different status beyond isolated and self-contained units for enhancing learning in different lessons. We introduce task-agencement, through which the task always entails a process of taskification that formats BYOD schools. With taskification, we mean that the task-agencement expands the domain in which tasks not only influence the organization and structure of lessons, but equally the very organization of the BYOD school by enacting a particular form of schooling. Finally, we propose a taskified form as a form of BYOD schooling that templates and formats how practices such as reading and writing, contextualization and introduction of the lesson are conducted.     

Assessment to Increase Students’ Creativity: Two Case Studies

Changing the assessment method is a way to influence the students’ attitudes towards their studies; their ways of working to a large extent are determined by the assessment methods. One way to take advantage of this is to use the assessment to stimulate creativity and communication skills. This has been tried in full‐scale studies for students in engineering physics, computer science and mathematics at Uppsala University and Vdxjö University, both in Sweden. Undergraduate education in engineering, computer science and mathematics has by tradition emphasized training in skills. The examination often consists of problems that the students solve individually. It is difficult to give complex and/or loosely defined problems in such an examination. The students are not encouraged to analyze, judge, communicate or discuss these skills. In fact, in the authors’ experience, traditional examinations can actually inhibit the development of the students’ independence and creativity. Both projects have been supported by the Council for Renewal of Undergraduate Education, Sweden.     

Reclaiming the students – coping with social media in 1:1 schools

There is a debate about the advantages and disadvantages of using social media in education. Drawing on interviews and surveys with students and teachers in three Swedish schools, this study finds that students as well as teachers find much of the students' social media use distractive to learning. We investigate this by means of an interpretative study of students' and teachers' experiences. We find that concerns relate to how social media use makes students less social, how weaker students are more likely to get distracted, how teachers lack strategies for tackling the problem and how the responsibility of the use is delegated to the students. We discuss how the distractive use of social media is made possible as a result of education policies requiring a higher degree of individual work, individual responsibility, and educational choices for students. Teachers and school leaders need to jointly reclaim the students and coping strategies for the distractive use are urgently needed.     

Between-school variation in physical activity,aerobic fitness,and organized sports participation: A multi-level analysis

Abstract

A large proportion of a child's day is spent at school interacting with certain physical surroundings, teachers, and school friends. Thus, schools could have a marked impact on establishing physical activity habits. The aim of the present study was to assess between-school variation in physical activity, aerobic fitness, and organized sports participation. Altogether, we tested 1766 nine- and fifteen-year-old children attending 242 school classes at 35 different schools in Denmark in 1997–2003. The intra-class correlation coefficient (ICC) for objectively assessed physical activity ranged between 0.06 and 0.18 depending on the dimension of physical activity and the time considered (i.e. school time vs. leisure time). For aerobic fitness, an ICC of 0.10 was observed, whereas that for organized sports participation ranged between 0.01 and 0.10 depending on the age group. Studying between-school variation in physical activity provides information about the extent to which children adjust their physical activity habits according to the social and environmental circumstances that they share, and helps to plan future school-based physical activity studies, especially in terms of sample size and power calculation.     

Scandinavian Approaches to Gender Equality in Academia: A Comparative Study

This study investigates how Denmark, Norway, and Sweden approach issues of gender equality in research differently. Based on a comparative document analysis of gender equality activities in six Scandinavian universities, together with an examination of the legislative and political frameworks surrounding these activities, the article provides new insights into the respective strategies for governing and promoting the advancement of women researchers. In doing so, it exposes some interesting disparities among the cases and shows how Norwegian and Swedish gender equality activities revolve around a broader span of different approaches than the Danish. The study draws upon existing knowledge on the efficacy and implementation success of diversity policy programmes to gain a more profound understanding of implications of these differences.